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Positive Classroom Leadership : = How Teachers Manage Meaningfully in High Needs Contexts.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Positive Classroom Leadership :/
Reminder of title:	How Teachers Manage Meaningfully in High Needs Contexts.
Author:	Jankovic, Carrie Ellen Azi.
Description:	1 online resource (236 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 80-01, Section: A.
Contained By:	Dissertations Abstracts International80-01A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798209565154

Positive Classroom Leadership : = How Teachers Manage Meaningfully in High Needs Contexts.
Jankovic, Carrie Ellen Azi.

Positive Classroom Leadership :How Teachers Manage Meaningfully in High Needs Contexts. - 1 online resource (236 pages)

Source: Dissertations Abstracts International, Volume: 80-01, Section: A.

Thesis (Ed.D.)--University of Southern California, 2015.

Includes bibliographical references

This study applied culturally relevant pedagogy and culturally sensitive classroom management theories to deconstruct the beliefs, knowledge, and practices of teachers who did not over-rely upon exclusionary discipline to manage classrooms. Specifically, this study qualitatively explored beliefs, knowledge, and practices of four White high-school teachers in predominately Black and Latino, low socio-economic contexts. These students are statistically subjected to disproportionate rates of exclusionary discipline by a body of teachers in the United States who are predominately White. Subjects for this study were pre-screened through administrator recommendation, and selected through written surveys about classroom management. Using in-class observations of teaching, student work time, and free time, in combination with in-depth teacher interviews and document analysis, data was coded to uncover measures of cultural responsiveness and sensitivity in beliefs, knowledge base, and classroom practices. This study aimed to draw connections between teacher beliefs, knowledge, and practices grounded in cultural responsiveness and meaningful relationships.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798209565154Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

culturally sensitive classroomIndex Terms--Genre/Form:

554714
Electronic books.

Positive Classroom Leadership : = How Teachers Manage Meaningfully in High Needs Contexts.
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500 $a Advisor: Green, Alan Gilford.
502 $a Thesis (Ed.D.)--University of Southern California, 2015.
504 $a Includes bibliographical references
520 $a This study applied culturally relevant pedagogy and culturally sensitive classroom management theories to deconstruct the beliefs, knowledge, and practices of teachers who did not over-rely upon exclusionary discipline to manage classrooms. Specifically, this study qualitatively explored beliefs, knowledge, and practices of four White high-school teachers in predominately Black and Latino, low socio-economic contexts. These students are statistically subjected to disproportionate rates of exclusionary discipline by a body of teachers in the United States who are predominately White. Subjects for this study were pre-screened through administrator recommendation, and selected through written surveys about classroom management. Using in-class observations of teaching, student work time, and free time, in combination with in-depth teacher interviews and document analysis, data was coded to uncover measures of cultural responsiveness and sensitivity in beliefs, knowledge base, and classroom practices. This study aimed to draw connections between teacher beliefs, knowledge, and practices grounded in cultural responsiveness and meaningful relationships.
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538 $a Mode of access: World Wide Web
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653 $a culturally sensitive classroom
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